Effects of a Contingency for Quiz Accuracy on Exam Scores

The researchers set up an online quiz game for college students. If a student scored 80 % or better, the quiz counted toward the course grade. If the score was lower, the quiz did not count.

The class cycled through two conditions: quizzes counted, then quizzes did not count, then counted again, then did not. This ABAB design let the team see if grades rose and fell with the rule change.

When quiz scores mattered for points, students tried harder and exam scores went up. The lift was smaller for students who usually scored low.

The pattern flipped back each time the rule was removed, showing the contingency drove the change.

Robinson et al. (2019) saw the same token-economy logic work for younger students with ADHD. Math problems shot up when tokens piled up instead of being handed out often.

Kong et al. (2022) took a different path. They taught study skills with checklists and feedback. Quiz scores still rose, showing you can either reward accuracy or teach better habits.

Alba et al. (1972) is the grandparent here. A teacher simply praised correct digits and ignored reversals. Errors dropped fast, proving teacher-delivered contingencies have worked for decades.

You can raise quiz and exam scores tomorrow by making online quizzes worth course points. The move costs nothing and needs no extra staff. Expect the biggest gains from mid-level students; your lowest performers will need more help than points alone.